Who is the Cross Chair?
- Biography
- Publications
- Curriculum Vita
Jennifer Campion Friberg earned her B.A. in Communicative Disorders from San Diego State University, her M.A. in Speech-Language Pathology from Indiana University, and her doctorate in Curriculum & Instruction at Illinois State University. After serving as a SoTL Scholar-Mentor for three semesters, Friberg was named the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University in 2016. In this capacity, Friberg provides support, facilitation, and advocacy for SoTL research across campus and beyond.
Friberg joined the faculty of the Department of Communication Sciences and Disorders in 2005, first as a visiting professor, then as a member of the tenure-track faculty. Teaching primarily courses centered on child language development and disorders, Friberg also has overseen over 100 independent studies and has led two study abroad trips with her students. Prior to coming to ISU, Friberg was employed as a school-based speech-language pathologist in Peoria, Illinois, providing services to children of all ages.
Friberg’s interest in SoTL was born her first year at ISU when she attended an “Intro to SoTL” workshop and learned that she could have an active research agenda focused on teaching and learning. In the years since attending that workshop, Friberg has focused a great deal of her time on disciplinary SoTL advocacy, co-authoring the first text on SoTL and co-founding the first SoTL journal in her field. Friberg co-founded the SoTL Advocate blog and is the editor of Gauisus, ISU’s internal SoTL publication. She is the co-chair of the International Society for the Scholarship of Teaching and Learning’s Advocacy and Outreach committee and is the Chair of the Council on Academic Accreditation in Audiology and Speech-Language Pathology.
Away from work, Friberg can be found spending time with her family or planning her next travel adventure!
Journal Articles
Vinney, L. A., Friberg, J. C., & Smyers, M. (2019). Case-based perspective-taking as a mechanism to improve metacognition and higher-level thinking in undergraduate speech-language pathology students. Journal of the Scholarship of Teaching and Learning, 19(3), 91–104. doi:10.14434/josotl.v19i2.24006
Friberg, J. (2018). Small group brainstorming. Journal for Research & Practice in College Teaching, 3(2), 104–109.
Smyers, M., Friberg, J., & Vinney, L. A. (2018). Visions of the possible: Reflections on the faculty/student co-inquirer relationship. Teaching and Learning in Communication Sciences & Disorders, 2(1).
Arias, G., & Friberg, J. (2017). Bilingual language assessment: Contemporary versus recommended practice in american schools. Language, Speech, and Hearing Services in Schools, 48(1), 1–15. doi:10.1044/2016_LSHSS-15-0090
Ginsberg, S. M., Friberg, J., Visconti, C. F., DeRuiter, M., & Hoepner, J. K. (2017). On the culture of scholarship of teaching and learning. Teaching and Learning in Communication Sciences & Disorders, 1(1). doi:10.30707/TLCSD1.1Ginsberg
Friberg, J. C., & Harbers, H. (2016). Encouraging cross-curricular integration in communication sciences and disorders. Journal for Research & Practice in College Teaching, 1(1), 1–14.
Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2016). Diagnostic reasoning by experienced speech-language pathologists and student clinicians. Contemporary Issues in Communication Science and Disorders, 43(1), 87–97.
Folkins, J. W., Friberg, J. C., & Cesarini, P. A. (2015). University classroom design principles to facilitate learning: The instructor as advocate. Planning for Higher Education, 43(2), 45–62.
Friberg, J., & Harbers, H. (2015). Cross-curricular learning in communication sciences and disorders: Leaving the silos behind. Gauisus, 3.
Ginsberg, S. M., Visconti, C. F., & Friberg, J. C. (2015). Millennial students and classroom communication. The Teaching Professor, 29(5), 4–5.
Friberg, J. C., Folkins, J. W., & Visconti, C. F. (2013). Using clinical and research activities to enhance the undergraduate experience. Perspectives on Issues in Higher Education, 16(2), 81–85.
Friberg, J. C. (2012). Using iPad technologies to support teaching and learning in CSD. Perspectives on Issues in Higher Education, 15(1), 16–21.
Friberg, J. C. (2010). Considerations for test selection: How do validity and reliability impact diagnostic decisions? Child Language Teaching and Therapy, 26(1), 77–92.
Friberg, J. C., & Lund, K. K. (2010). The effects of supplemental joint storybook reading on preschool students’ use of strident sounds: A preliminary investigation. Contemporary Issues in Communication Science and Disorders, 37(2), 174–180.
Friberg, J. C., & McNamara, T. L. (2010). Evaluating the reliability and validity of (central) auditory processing tests: A preliminary investigation. Journal of Educational Audiology, 16(1), 59–72.
Friberg, J. C., & Sawyer, J. (2010). The effects of guided notes on student learning: Students share their perceptions. Perspectives on Issues in Higher Education, 13(2), 58–62.
Friberg, J. C. (2008). The use of supplementary podcasting as an instructional tool in an online classroom setting. Perspectives on Issues in Higher Education, 11(2), 61–66.
Friberg, J. C., & Sawyer, J. (2007). Off and running: Establishing and maintaining an online course in speech-language pathology. Perspectives on Issues in Higher Education, 10(1), 9–12.
Books
Friberg, J. C., Visconti, C. F., & Ginsberg, S. M. (Eds.). (in preparation). Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.
Friberg, J., & McKinney, K. (Eds.). (2019). Applying the scholarship of teaching and learning beyond the individual. Bloomington, IN: Indiana University Press.
Friberg, J. C., & Vinney, L. A. (Eds.). (2017). Laryngeal cancer: an interdisciplinary resource for practitioners. Thorofare, NJ: Slack Publishing.
Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2012). Scholarship of teaching and learning in speech-language pathology and audiology: Evidence-based education. San Diego, CA: Plural Publishing.
Book Chapters
Friberg, J. C. (in press). Linking art and visual thinking strategies to teach clinical observation skills. In J. C. Friberg, C. F. Visconti, & S. M. Ginsberg (Eds.), Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.
Friberg, J. C., & Vinney, L. A. (in press). Case-based perspective taking: A new active learning pedagogy. In J. C. Friberg, C. F. Visconti, & S. M. Ginsberg (Eds.), Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.
Friberg, J. C., & Vinney, L. A. (in press). Establishing successful co-teaching relationships. In J. C. Friberg, C. F. Visconti, & S. M. Ginsberg (Eds.), Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.
Friberg, J. C., & Little, S. P. (2020). Global language impairment in a preschooler with autism. In R. C. Branski & S. M. Molfenter (Eds.), Speech-language pathology casebook. New York: Thieme Medical Publishers.
Friberg, J. C., & Scharff, L. (2020). Structures and considerations for SoTL educational development. In R. C. Plews & M. L. Amos (Eds.), Evidence-based faculty development through the scholarship of teaching and learning (SoTL). Hershey, PA: IGI Global.
McKinney, K., Friberg, J., & Moore, M. (2019). Introduction to applying SoTL beyond the individual classroom: Overview, framework, and two examples. In J. Friberg & K. McKinney (Eds.), Applying the scholarship of teaching and learning beyond the individual. Bloomington, IN: Indiana University Press.
Vinney, L. A., & Friberg, J. C. (2017). The laryngeal cancer care team. In J. C. Friberg & L. A. Vinney (Eds.), Laryngeal cancer: An interdisciplinary resource for practitioners. Thorofare, NJ: Slack Publishing.
Ginsberg, S. M., Visconti, C. F., & Friberg, J. (2015). Teaching and learning in speech-language pathology and audiology. In T. Brown & B. Williams (Eds.), Evidence-based education in the health professions: Promoting best practice in the learning and teaching of students. London: Radcliffe Publishing.
